The informational communication technology is a tool of global education (original) (raw)
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Global Perspectives on Higher Education & the Role of ICT
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International Journal of Education and Practice, 2020
Contribution/Originality: This study contributes to the existing literature by examining ICT as a strategic tool in the internationalization of higher education. It is a pioneering study in Nigerian context to talk about internationalization of higher education through ICT. 1. INTRODUCTION Education has a significant role in countries' development and growth. While every stage of education has significant importance, higher education has distinct importance in training qualified labour force, producing and spreading knowledge, meeting individual and meeting social expectation. The introduction of Information Communication Technology (ICT) into education practices has widened the scope of opportunities in higher education institutions for sustainable development. According to Imasuen, Omorogbe, and Isenalume (2012), ICT has become a key tool and has an essential effect on how we see the environment. Today, it is difficult to undermine the place of ICT in education and the world at large.
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This paper analyses the changes which the ICT drives in a global scale. The emergence of e-Infrastructure for e-Science, the Open Educational Resources movement, e-Libraries and the tendency of building global educational alliances are analysed as well. The paper puts in focus the influence of the Web 2.0 technologies and the new organizational models they drive, e.g. Enterprise 2.0, University 2.0. A new university model is defined – the Global Campus Model. Some arguments that the ultimate result of the ICT driven transformation in the world could make the whole world to become a Global Campus in the next few decades.
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Serdica Journal of Computing, 2010
This paper analyses the changes which the ICT causes on a global scale. The globalization of higher education triggered by e-Learning, the emergence of e-infrastructure for e-science, the Open Educational Resources movement, e-libraries and the tendency of building global educational alliances are analysed as well. Special emphasis is put on several wellknown university models, e.g. Research University, Open University and Entrepreneurial University, as well as on some emerging university models for the Knowledge Society, such as: Global University and Innovation University. The paper puts in focus the influence of the ICTs and the new organizational and business models they bring, such as Virtual University, eCampus, Enterprise 2.0, University 2.0. A new university model is defined-the Global Campus Model. Some arguments that the ultimate result of the ICTs driven transformations could turn the whole world into a Global Campus in the next few decades. 1. Towards a Knowledge Society. The recent fast developments of ICTs and their deep penetration into the society caused a dramatic change in the
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The advancements made by information technology have redefined the concept, scope, and significance of communication. The barriers in the communication process have been wiped out by the recent advances in information and communication technology(ICT) backed by high-speed data connectivity. People are free to communicate without bothering about physical borders distancing them from one another. Information and communication technology has diversified its dynamism by creating an e-environment, where people exploit the power of technology and communication to deliver many services. This research used the conceptual framework for ICT-enabled learning management systems and described their dimensions and scope in ICT-enabled education. The ubiquity of ICT has revamped the education industry worldwide by introducing new approaches, tools, and techniques to modernize education. The widespread popularity of ICT has forced educational establishments to endorse this to update the academia to...
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— Information and communication technologies (ICT) have become commonplace entities in all aspects of life. In the 21st century world is moving rapidly into digital media and information, so the role of ICT in education is very important .Higher education in the country is experiencing a major transformation in terms of access, equity and quality. ICT helps to share availability of best practices and best course material in education. ICT based education causes changes in the educational objectives in the conception of the teaching and learning process. In this regard the paper addresses the integration of ICTs in various aspects of higher education in the present scenario.
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In this dissertation I take a look behind the scenes of the eLearning Programme and eLearning actions under other European programmes by developing a more in-depth understanding of their national agents, the academics at universities in the EU (in three principal countries and six secondary countries), who have participated in or have knowledge of the logistical and administrative burdens of European eLearning projects. Through a series of in-depth, open-ended interviews, I investigated the interactions of academics and researchers with the European funding programmes in eLearning. In addition, a number of interviews with members of the European Commission offer an inside look into some of the practices employed in the drafting of the programmes. I used the personal accounts to build a “composite picture” of common themes related to the processes involved in developing and conducting projects under the eLearning Programme and other European programmes. Within the primary line of inquiry, I found that the principle of subsidiarity, on which the eLearning programmes are based, is broken down to the lowest levels of decision-making regarding e-learning projects. It is individual academics or researches who engage in projects, with the backing of their respective home institutions. Their involvement puts a human face on the formal national-supranational governmental mechanisms that rule European policy-making. Regarding the budgetary and logistical nature of the eLearning Programmes, the academics’ view points to the financial insufficiencies and to the limited applicability of these programmes. Finally, this study suggests that some of the best incentives for the academics’ participation in eLearning projects rest in the professional opportunities and networking possibilities available through the eLearning programmes. Within the secondary line of inquiry, I explored the information society discourse in the EU, in relation to the eLearning programmes, based on the academics’ conceptualization of the term. This study reveals a mixed picture of the perceptions that the academics have of the information society in their respective countries. I concluded that an integrated European information society, promoted by the Commission partly through its eLearning programmes, is a concept destined to remain a motivational instrument for driving ICT policies throughout Europe.
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Technology has ushered in a new era in higher education making knowledge of technology essential for administrators. Technology is transforming higher education by providing a global interconnectedness that reshapes educational, social, economic and cultural life. The globalization of networks based on travel, mobile phones, broad-band Internet and other information and communications technologies, are creating change on an unprecedented scale. Similarly, technology enables complex data transfers essential to knowledge-intensive production and distribution. Globalization forces higher education institutions to examine their participation in the international environment and to assess their involvement in a seemingly transparent world. The potential for technology in global higher education coupled with the mobility of people, information and ideas will expand the influence of technology, globalization and higher education.
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